Concordance-based Glosses for Academic Vocabulary Acquisition

Lemmatizing Textbook Corpus for Learner Dictionary of Basic Vocabulary

“…Studies on the use of concordances (Al-Mahbashi, Noor, & Amir, 2015;Cobb, 1997;Poole, 2012) have provided information to learners who could benefit from concordance output to enhance their vocabulary knowledge. Concordances can help learners infer meanings and acquire productive vocabulary through multiple usages of vocabulary in authentic contexts.…”

“…Concordance output can be manipulated to create motivating materials and activities for vocabulary learning that can enhance learners" lexical competence and promote students" autonomy. Some studies on the use of concordancers (Kaur & Hegelheimer, 2005;Poole, 2012;Schmitt, 2000) show that the students learned vocabulary inductively and exhibited improvement in understanding word meanings and were able to transfer their vocabulary knowledge when reading new texts. It appears that learning vocabulary through concordances can lead students to acquire different senses of word meanings and apply this acquired knowledge in reading new texts.…”

“…Concordances, as summarized by Nation (2001), provide learners with vocabulary in real contexts with rich information not only about word meaning but also a variety of grammatical features that challenge learners to construct generalization and patterns of word usages. The significant role of context in concordance-based vocabulary learning is well recognized (Poole, 2012) since it exposes students to authentic usages of vocabulary in a variety of meaningful contexts. Lin and Huang (2008) state that contexts in concordances offer students with meaning-inferencing activities that are considered to be more efficient than meaning-given activities commonly found in vocabulary look-up activities using pocket dictionaries.…”

Developing and evaluating a pattern grammar inspired CALL tool: PAT GRAM

“…The development of web-based or localized electronic dictionaries is based on their printed counterparts, but incorporates computer technology (Rizo-Rodriguez, 2008 One of the most frequently reported corpora that support concordancing is the Corpus of Contemporary American English. Concordancers also have been embedded into other CAVL applications to present lexical information of target words in authentic contexts (Cobb, 1997;Horst, Cobb & Nicolae, 2005;Poole, 2012). One of the most widely known examples is the Compleat Lexical Tutor developed by Tom Cobb.…”

“…For example, newly developed flashcard programs allow learners to create flashcards for not just single words, but also multi-word units (i.e., grammatical and collocational patterns) (Nakata, 2011). Even though computer-assisted lexical glosses have been designed primarily to provide semantic information to facilitate comprehension, recent attempts of gloss development have ventured to incorporate corpus-extracted sentences presented in concordance lines into textual glosses so as to foster learning of grammatical and collocational patterns of the target words (Poole, 2012). Dedicated CAVL programs such as CAVOCA and WUFUN intentionally draw learners' attention to grammatical and collocational patterns by presenting words in context (Groot, 2000) or specifying the grammatical and collocational patterns in glosses (Ma & Kelly, 2006) and consolidating learners' memorization of the recognized patterns through various exercises.…”